Froebel’s Gifts were meant to be given in a particular order, growing more complex over time and teaching different lessons about shape, structure and perception along the way. A soft knitted ball could be given to a child just six weeks old, followed by a wooden ball and then a cube, illustrating similarities and differences in shapes and materials. Then kids would get a cylinder (which combines elements of both the ball and the cube) and it would blow their little minds. Some objects were pierced by strings or rods so kids could spin them and see how one shapes morphs into another when set into motion. Later came cubes made up of smaller cubes and other hybrids, showing children how parts relate to a whole through deconstruction and reassembly.
These perception-oriented “Gifts” would then give way to construction-oriented “Occupations.” Kids would be told to build things out of materials like paper, string, wire, or little sticks and peas that could be connected and stacked into structures.
I see science reversing the trend toward atomistic explanation that has been so triumphant in the last 400 years, and I predict a more human future based on the symbiosis of exact knowledge (which is by its very nature limited) and experience.
...Matter cannot be understood without a knowledge of atoms; yet it is now becoming evident that the properties of materials that we enjoy in a work of art or exploit in an interplanetary rocket are really not those of atoms but those of aggregates...It is not stretching the analogy much to suggest that the chemical explanation of matter is analogous to using an identification of individual brick types as an explanation of Hagia Sophia.